I'd propose that each central-city child should have an entitlement from the state to attend any school in the metropolitan area outside his own district - with per pupil funds going with him.

Schools are successful only insofar as they reduce the dependence of a child's opportunities upon his social origins.

As an example, one of the schools I have been studying is too small to compete effectively in most sports, but participates with vigor each year in the state music contests.

It is one thing to take as a given that approximately 70 percent of an entering high school freshman class will not attend college, but to assign a particular child to a curriculum designed for that 70 percent closes off for that child the opportunity to attend college.

For to change the norms, the very foci of attention, of a cultural system is a difficult task - far more complex than that of changing an individual's attitudes and interests.

The educational resources provided by a child's fellow students are more important for his achievement than are the resources provided by the school board.

Cultural dominance of middle-class norms prevail in middle-class schools with a teacher teaching toward those standards and with students striving to maintain those standards.

The results indicate that heterogeneity of race and heterogeneity of family educational background can increase the achievement of children from weak educational backgrounds with no adverse effect on children from strong educational backgrounds.

Grades are almost completely relative, in effect ranking students relative to others in their class. Thus extra achievement by one student not only raises his position, but in effect lowers the position of others.

The higher the social class of other students the higher any given student's achievement.

A child's learning is a function more of the characteristics of his classmates than those of the teacher.

It is clear from all these data that the interests of teenagers are not focused around studies, and that scholastic achievement is at most of minor importance in giving status or prestige to an adolescent in the eyes of other adolescents.

Particular individuals who might never consider dropping out if they were in a different high school might decide to drop out if they attended a school where many boys and girls did so.

I'd propose that each central-city child should have an entitlement from the state to attend any school in the metropolitan area outside his own district - with per pupil funds going with him.

The present structure of rewards in high schools produces a response on the part of an adolescent social system which effectively impedes the process of education.

In a high school, the norms act to hold down the achievements of those who are above average, so that the school's demands will be at a level easily maintained by the majority.

Children from a given family background, when put in schools of different social compositions, will achieve at quite different levels.

There are many examples in high schools which show something about the effects such competition might have.

If we refuse to accept as inevitable the irresponsibility and educational unconcern of the adolescent culture, then this poses a serious challenge.

In every school, more boys wanted to be remembered as a star athlete than as a brilliant student.

A childs learning is a function more of the characteristics of his classmates than those of the teacher.

I didn't have a boyfriend until I was 17. There were boys at school that I would find out later had a crush on me but I was too shy to talk to them.

I'm thinking of going to programming school. Learn how to sit down at any computer and learn to do anything on it. That's all I have left and have interest in.

I went to elementary school in Ottawa, and then to a private secondary school.

People react to fear, not love; they don't teach that in Sunday School, but it's true.

For example, UNICEF works with governments to change legislation such as in India where a law was passed raising the age of compulsory school completion to keep children in school and away from the workplace for longer.

In 1975 I decided that there was no future in flying (airline jobs were impossible to get, and who wants a job where you are judged only by seniority?) and headed off to grad school.

Education is a private matter between the person and the world of knowledge and experience, and has little to do with school or college.

My grandmother was a teacher, my sister was a teacher, my daughter was a teacher and is now a superintendent in northern California, and my son-in-law is a high school principal. I am surrounded.

A drunkard would not give money to sober people. He said they would only eat it, and buy clothes and send their children to school with it.

A good dancer is an educated one, so don't abandon school.

In high school and college all my friends and my brother wrestled.

I was an elementary school teacher.

I would not be gotten into a schoolhouse until I was eight years old. Nor did I accomplish much after I started. I doubt if I had gone to school six months in all when my father died. I was fourteen at the time.

And I began to tell little anecdotes that had happened to me, and people would laugh. And I began to like that, you know. But I knew that, 'cause I'd do that in school, but I wouldn't do it out there in front of all them people.

I was dyslexic, I had no understanding of schoolwork whatsoever. I certainly would have failed IQ tests. And it was one of the reasons I left school when I was 15 years old. And if I - if I'm not interested in something, I don't grasp it.

I don't make my own schedule - it's constructed around my sons' school schedules.

Right out of high school I never had the fear of getting beat, which is how most people lose.

The Professional Children's School, it's for professional kids, so if you wanted to ditch, you could just write, Audition on a note and leave. I didn't really like school all that much.

I was a hyper kid in school and the teacher suggested to my mom she needed to do something with me.

I was actually going to law school in 1972.

You can not do what you want to do unless you know the correct technique. The only other way you can learn how to do it is by doing it yourself, which would take twice as long than if you went to school.

For me, having a child is a really great responsibility because you've got something there that is depending on you for information and love until a certain age when it goes to school.

I thought I wanted to be a brain surgeon until I realized all the schooling it required. I didn't like school very much so I had to come up with something else.

Even when I was in school shows, in elementary school doing plays, I'd always go off book and start improvising.

I was way into Primus in high school so hanging out with him was a thrill.

I enjoyed high school and college, and I think I learned a lot, but that was not really my focus. My focus was on trying to figure out what businesses to start.

Leave the matter of religion to the family altar, the church, and the private school, supported entirely by private contributions. Keep the church and state forever separate.

I went to my last three years of high school in New Jersey. I just wanted to act, you know?